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ED332398.Pdf DOCUMENT RESUME ED 332 398 EC 232 547 AUTHOR Pendarvis, Edwina D.; And Others TITLE The Abilities of Gifted Children. REPORT NO ISBN-0-13-002072-9 PUB DATE 90 NOTE 400p. AVAILABLE FROMPrentice-Hall, Prentice Hall Bldg., Englewcod Cliffs, NJ 07632 ($36.95). PUB TYPE Books (010) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE 14F01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Academically Gifted; Adults; *Child Development; Creativity; Delivery Systems; *Educational Needs; Elementary Secondary Education; *Gifted; Gifted Disadvantaged; Intelligence; Leadership? Low Income Groups; Minority Groups; Nature Nurture Controversy; Student Educational Objectives; *Talent; Underachievement ABSTRACT The book .!.,1 designed as the primary text for courses that consider the nature of giftedness. It offeh's a strong introduction to the study of gifted education, and is accessible to both undergraduate and graduate students. Chapters address the following topics: the study of gifted students; heredity ani environment; intelligence constructs; creativity constructs; adulthnodeminence, leadership, and careers; academically talented childrun; children with talent in the visual and performing arts; typical gifted development; precocious development; inhibited developmentunderachievement; unfair discrimination, poverty, and minority gifted children; and methods of talent development. Extensive references are included. (DB) ********************************************************************** ..t * Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** THE ABILITIES OF GIFTED CHILDREN Oirsorrourr or EDUCATION Mice ot Eductomnai R011eirCh end Imenmemont EDUCATIONAL RESOURCES INFORMATION CENTER (EMC) /Inddocument has Men reproduced sa Edwina D. Pendarvis reClorCI tforn me penal or otcsmumon coveting d Marshall University r Wo' Chopre Mr* Orin mad* to unotove rOtOCIOChon qualify Aimee A. Howley Porn OS reve Or OO,fIiOI Meted in l hal (Wu- moot do not 'Womanly reOnment otticial University of Charleston MR; cmerton cootCy Craig B. Howley "PERMISSION TO REPRODUCE THIS Appalac-hia Educational Laboratory MATERIAL IN MICROFICHE ONLY HAS ESN GRANTED TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE AT% PRENTICE HALL, Englewood Cliffs, New Jersey07632 ft Library of Congress Cataloging-in-Publication Data 1tndarvis, F.divina 1). The abilities of gifted children /Edwina D. Pendarvis, Aimee Hawley, Craig Howley. cm. ipjfilLtp, 357 Ind ISBN 043-002072-9 1. Gifted children.I. Hawley, Aimee.11. Hawley, Craig B. 1C3993.P3111990 371.95dc20 89-$789 C1P Editorial/production supervision and interior design: Shelly Kupperman Cover design: 20/20 Services Inc. Manufacturing buyer: Pete Havens For our parents: Marionette and Edward Roberta and Aaron Lorna and Jim 0 1990 by Prentice-Haft, loc. A Division of Simon & Schuster Englewood Cliffs, New Jersey 07632 AU rights reserved. No part of this book nay be reproduced, in any form ar by any MIMS, without permission in writing front the publisher. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-13-002072-9 Prentice-Hall International (UK) Limited, London Prentice-Hall of Australia Pty. Limited. Sydney Prentice-Hall Canada Inc., Toronto Prentice-Hall Hispanoamericana, S.A., Mexico Prentice-Hall of India Private Limited, New Delhi Prentice-Hall of Japan, Inc., Tokyo Simon & Schuster Asia Pte. Ltd., Singapore Editora Prentice-Hall do Brasil, Ltda., Rio de Janeiro 3 Contents _ PREFACEIX Part I:Context THE STUDY OF GIFTED STUDENTS 1 1 Focusing Questions2 What Is the Study of Gifted Students? 2 Definitions3 Functional Views of Giftedness5 Characteristics: Empirical Views of Giftedness 12 Interpreting Empirical Results14 Talent in the School Setting17 Summary 25 HEREDITY AND ENVIRONMENT 27 Focusing Questions 28 The Nature and Nurture of the Debate about Nature and Nurture28 Research on the Nature versus Nurture Question30 Historical Identification Trends 37 Misconceptions in Hereditarian Interpretations of Research41 Alternate Conclusions 42 Summary 43 lit iv Table of Coded' Part Kinds of Talent INTELLIGENCE CONSTRUCTS 44 3 Focusing Questions 45 Normal and Abnormal intelligence46 Adaptive Behavicr54 School Performance58 Intellect68 School Responses to High-IQ Children72 Summary 78 CREATIVITY CONSTRUCTS 79 Focusing Questions 80 Intelligence and Adult Productivity80 Issues of Convergence and Divergence 81 Personality Traits Associated with Creativity87 Creativity and Intelligence95 School Responses to Creativity102 Summary 105 ADULTHOOD: EMINENCE, LEADERSHIP, AND CAREERS 106 Focusing Questions107 Concern for the Adulthood of Gifted Students108 Definitions109 Eminence and Giftedness113 Leadership and Giftedness120 Occupations and Giftedness133 Summary 145 ACADEMICALLY TALENTED CHILDREN 146 Focusing Questions147 Relationship Between IQ and Academic Talent 148 Verbal Precocity156 Mathematical Ability167 Summary 178 CHILDREN WITH TALENT IN THE VISUAL AND PERFORMING ARTS 180 Focusing Questions181 Arts Talent, Creativity, and Academics182 Music as a Concern of Schooling 186 Talent in the Visual Arts: The Arts Context194 Table of Contexts Dancing and Acting as Performing Arts201 Summary 211 Part III:Talent Development TYPICAL GIFTED DEVELOPMENT 212 Focusing Questions 213 Types and Stereotypes214 Developmental Domains: Types and Anomalies 219 Language Acquisition and Verbal PrecociV 219 Concept Development 227 Social and Emotional Development of Gifted Children233 Summary 240 PRECOCIOUS DEVELOPMENT 242 Focusing Questions243 Extreme Precocity 243 Children With Very High lQs 245 Extreme Mathematical Precocity247 Musical Precocity253 Literary Precocity258 Athletic Precocity260 Other Precocity261 Summary 264 INHIBITED DEVELOPMENT: UNDERACHIEVEMENT 265 Focusing Questions 266 Etiology of Underachievement 266 Characteristics of Gifted Underachievers274 Handicapped Gifted Children280 Summary 293 UNFAIR DISCRIMINATION, POVERTY, AND MINORITY GIFTED CHILDREN 294 Focusing Questions 295 Fact: Discrimination Exists295 Effects of Discrimination297 Minority Gifted Children301 The Relationship of Gender to Patterns of Underachievement 307 Gifted Students in Rural Schools313 Summary 319 t; vi Tabk of Cambrak Part IV:Implications METHODS OF TALENT 12 DEVELOPMENT 321 Focusing Questions 322 Identification Procedures 323 Placement Options and Procedures 327 Acceleration332 Enrichment 337 Curriculum: Academics and the Arts340 Characteristics of Instruction for Gifted Students 347 Summary 354 REFERENCES 357 INDEX 384 Preface One of us was recently asked by a state agency to speak to a groupof teachers and administrators about the condusions of research onaccelera- tion. The talk took place at an annual statewide meeting, and the new state regulations, which for the first time specified this strategy by name, were on the agenda. At the end of the talk, however, an official of the agency rose tomake this statement: "Acceleration should be used with only a smallfraction of gifted students," This remark would have had the intended effect, had not an outspoken educator from oneof the universities conducting research on acceleration challenged the remark. According to this educator,the strat- egy was appropriate for85.percent of gifted students. This anecdote illustrates that supposition and sentiment, ratherthan informed judgment, too frequently guide the evolution ofschool pro- grams. In the hectic climate of thedassroom, it is, in fact, not easy to consult research. Intuition necessarily plays a valuable role inhelping feathers make the countless decisions that each day demandsof them. Whereas this pattern of intuitive response makes in the press of classroom events, it does not make sense for plannirff titherlessons or programs. Planning for lessons and programs reqesknowledge more than intuition. Three types of knowledge apply: knriwledge ofsubject mat- ter, knowledge of students, and knowledgeof teachng methods. There are no substitutes; neithersentiment nor supposition will do. We wrote this book to give teachers the second kindof knowledge, knowledge about what gifted children a-e like. In the lastdecade a great deal of research has examined this topic. Our goal was to make senseof it. First, we wanted to make sense of it for ourselves. Without aclear personal understanding, we could not make sense of it for others. Second, onthe basis of that understanding, we wanted to presentthe research in a way that would help teachers and administrators make rationaldecisions about bright str,dents. Not only did we think it important to bring togetherthe conclusions of the best research, we also saw the need to provide a contextfor inter- via Profact preting the findings. Such a context acknowledges both the value and the limitations of empi, ical research, for empirical research makes sense only in light of well-reasoned theory. The Abilities of Gyied Children is designed za the primary text for courses that consider the nature ofgiftedness. Some such courses empha- size the characteristics of gifted children, and others focus onthe psycho- logical constructs that determine talent. This book is relevant toeither conception. In addition, it offers a strong introduction to thestudy of gifted education. Because the text is highly readable, it is accessible to both undergraduate and graduate students. ACKNOWLEDGMENTS Writing a book is a selfish act. It deprives your children ofattention;
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